전환기 발달장애 학생 부모의 자기결정 지도 경험 및 지원 요구에 대한 종단적 질적연구

Abstract

The purpose of this study was to investigate the experiences and support needs of 10 parents
 of transition-aged students with developmental disabilities for three years after participation in the
 Support Program for Instruction of Self-Determination at Home using longitudinal qualitative
 research. For this study, individual interviews were conducted with all participants. All collected
 data were analyzed using a constant comparative method. Based on the qualitative analysis, three
 themes emerged as follows: (a) parents have taught their children self-determined behaviors and
 changes in parents’ perception and parenting regarding self-determination led to changes and
 maintenance regarding self-determined behaviors in their children; (b) parents expressed concerns
 about going to school and the future, their children’s lack of capabilities, and difficulties in
 preparing for the transition to adulthood as parents faced the demands of the new environment of
 high school; and (c) support needs for preparing the transition to adulthood included the
 improvement of existing program content and operation, as well as education and policies for
 preparing for the transition to adulthood. Based on the findings, implications were provided to
 reconsider the outcomes of the program and to provide further support, such as (a) the support for
 changes and maintenance of self-determined behaviors in children with developmental disabilities
 and (b) the promotion of self-determination to support a transition to new environments across the
 life span.